The T handouts a sheet of the previous TL vocab in which the S will write the missing words. To revise the sounds learned (short u and short i sounds) To present some phonics patterns needed in the new TL.

To watch a video about animals followed by a short discussion.

The T chests a worksheet and focuses the s' attention to the pics and words. The T elicits the first example from the S. The S will do the exercise.

Meaning + pronunciation = pics +body movements+ drilling CCQs { pointing at the pic and S say the word} { the T says the word and the S acts it} Form= spelling and recalling the patterns sounds (phonics patterns) + plural forms CCQs { gap_ filling on board} { matching exercise}

Writing the names of the animals in the SB The T presents the book in OHP and sits the task: _ Do u c the animals? _ What's animal number one? (it's a bear) Good, can u c the table (pointing at the table)? What should we write in number 1? ( bear) T monitors , gives help, and FB

To watch a movie about crocodiles followed by short discussion.

T elicits the meanings of the body parts of a crocodile T writes them down on board The S will look and write the missing words using the board if necessary. ( since these words are not the main focus, the T won't focus on the form a lot) T teaches : river, safe, and inside

The S will read 7 sentences and writes yes\no Ins: How many sentences can u c? (7) Nice, now read and write yes or no MOD, T does an example of a yes sentence and another no sentence. T monitors, helps, and provides FB through the reading passage of p. 106 The S will read and check his answers.

the T Shows a pic and opens a short discussion about it.

Mind map the TL through eliciting all the information needed to do the listening effectively.

The S will listen to tell the T with whom the boy is talking. Then the S will listen to fill in the information in the book. ( The may do the whole exercise orally first to grade it to fit the S' needs)